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Altered Attitudes and Actions: Social-Emotional Effects of Multiple Arts Field Trips. EdWorkingPaper No. 19-56

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Title: Altered Attitudes and Actions: Social-Emotional Effects of Multiple Arts Field Trips. EdWorkingPaper No. 19-56
Language: English
Authors: Angela R. Watson, Jay P. Greene, Heidi H. Erickson, Molly I. Beck, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2019.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 38
Publication Date: 2019
Sponsoring Agency: National Endowment for the Arts (NEA)
Document Type: Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Elementary School Students, Grade 4, Grade 5, Longitudinal Studies, Field Trips, Art Education, Cultural Activities, Social Emotional Learning, Minority Group Students, Urban Areas, Perspective Taking, Social Attitudes, Gender Differences
Geographic Terms: Georgia (Atlanta)
Abstract: In recent decades, institutions, teachers, and students report a decline in field trip attendance. The impact of this decline on educational and societal outcomes such as social-emotional skill acquisition is unknown. Social-emotional learning (SEL) are skills thought to be important to life and relationship success and are associated with better long-term student outcomes. This study describes the results of the first-ever longitudinal experiment of the effects of multiple arts-related field trips on elementary school students of color in a large urban school district. Treated students attended three field trips to an art museum, a live theater production, and a symphony performance. We find significant educational benefits from attending multiple arts field trips on social-emotional outcomes, including increased feelings of tolerance and social perspective taking. Our findings also suggest that female treatment students exhibit increased conscientiousness as compared to their control group peers; however, these effects dissipate when treatment ceases. Further, female students who receive three additional field trips in a second treatment year act more conscientious than in the prior year of treatment. Increased exposure to the arts through field trip experiences does not, however, appear to increase students' desire to consume or participate in the arts, nor do we find an impact of treatment on empathy. These findings suggest that arts-related field trips elicit meaningful changes in students' social-emotional attitudes and actions and that a decline in field trip attendance may be detrimental.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED670909
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Altered Attitudes and Actions: Social-Emotional Effects of Multiple Arts Field Trips. EdWorkingPaper No. 19-56
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  Data: <searchLink fieldCode="AR" term="%22Angela+R%2E+Watson%22">Angela R. Watson</searchLink><br /><searchLink fieldCode="AR" term="%22Jay+P%2E+Greene%22">Jay P. Greene</searchLink><br /><searchLink fieldCode="AR" term="%22Heidi+H%2E+Erickson%22">Heidi H. Erickson</searchLink><br /><searchLink fieldCode="AR" term="%22Molly+I%2E+Beck%22">Molly I. Beck</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22"><i>Annenberg Institute for School Reform at Brown University</i></searchLink>. 2019.
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: National Endowment for the Arts (NEA)
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Trips%22">Field Trips</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Activities%22">Cultural Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Areas%22">Urban Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Perspective+Taking%22">Perspective Taking</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Attitudes%22">Social Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Georgia+%28Atlanta%29%22">Georgia (Atlanta)</searchLink>
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  Data: In recent decades, institutions, teachers, and students report a decline in field trip attendance. The impact of this decline on educational and societal outcomes such as social-emotional skill acquisition is unknown. Social-emotional learning (SEL) are skills thought to be important to life and relationship success and are associated with better long-term student outcomes. This study describes the results of the first-ever longitudinal experiment of the effects of multiple arts-related field trips on elementary school students of color in a large urban school district. Treated students attended three field trips to an art museum, a live theater production, and a symphony performance. We find significant educational benefits from attending multiple arts field trips on social-emotional outcomes, including increased feelings of tolerance and social perspective taking. Our findings also suggest that female treatment students exhibit increased conscientiousness as compared to their control group peers; however, these effects dissipate when treatment ceases. Further, female students who receive three additional field trips in a second treatment year act more conscientious than in the prior year of treatment. Increased exposure to the arts through field trip experiences does not, however, appear to increase students' desire to consume or participate in the arts, nor do we find an impact of treatment on empathy. These findings suggest that arts-related field trips elicit meaningful changes in students' social-emotional attitudes and actions and that a decline in field trip attendance may be detrimental.
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      – Text: English
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        PageCount: 38
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Grade 4
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      – SubjectFull: Grade 5
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Art Education
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      – SubjectFull: Cultural Activities
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      – SubjectFull: Social Emotional Learning
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Urban Areas
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      – SubjectFull: Georgia (Atlanta)
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      – TitleFull: Altered Attitudes and Actions: Social-Emotional Effects of Multiple Arts Field Trips. EdWorkingPaper No. 19-56
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